Stage One
Outcomes
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Numbers and Algebra
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Whole Numbers
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MA1-4NA
Applies place value, informally, to count, order, read and represent two- and three-digit numbers
- Whole Numbers 1
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Whole Numbers 2
- Recognise, model, represent and order numbers to at least 1000 (ACMNA027)
- Investigate number sequences, initially those increasing and decreasing by twos, threes, fives and tens from any starting point, then moving to other sequences (ACMNA026)
- Group, partition and rearrange collections of up to 1000 in hundreds, tens and ones to facilitate more efficient counting (ACMNA028)
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MA1-4NA
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Addition and Subtraction
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MA1-5NA
Uses a range of strategies and informal recording methods for addition and subtraction involving one- and two-digit numbers
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Addition and Subtraction 1
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Represent and solve simple addition and subtraction problems using a range of strategies, including counting on, partitioning and rearranging parts (ACMNA015)
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Use concrete materials to model addition and subtraction problems involving one- and two-digit numbers
Examples
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Use concrete materials and a number line to model and determine the difference between two numbers
Examples
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Create, record and recognise combinations of two numbers that add to numbers up to and including 9
Examples
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Create, record and recognise combinations of two numbers that add to numbers from 11 up to and including 20
Examples
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Investigate and generalise the effect of adding zero to a number, eg 'Adding zero to a number does not change the number'
Examples
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Relate addition and subtraction facts for numbers to at least 20, eg 5 + 3 = 8, so 8 - 3 = 5 and 8 - 5 = 3
Examples
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Use and record a range of mental strategies to solve addition and subtraction problems involving one- and two-digit numbers, including:counting on from the larger number to find the total of two numbers, counting back from a number to find the number rema
Play Activities 317Examples
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Use the equals sign to record equivalent number sentences involving addition, and to mean 'is the same as', rather than as an indication to perform an operation, eg 5 + 2 = 3 + 4
Examples
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Use concrete materials to model addition and subtraction problems involving one- and two-digit numbers
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Represent and solve simple addition and subtraction problems using a range of strategies, including counting on, partitioning and rearranging parts (ACMNA015)
- Addition and Subtraction 2
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Addition and Subtraction 1
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MA1-5NA
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Multiplication and Division
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MA1-6NA
Uses a range of mental strategies and concrete materials for multiplication and division
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Multiplication and Division 1
- Model and use equal groups of objects as a strategy for multiplication
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Recognise and represent division as grouping into equal sets (ACMNA032)
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Recognise when there are equal numbers of items in groups, eg 'There are three pencils in each group'
Examples
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Model division by sharing a collection of objects equally into a given number of groups to determine how many in each group, eg determine the number in each group when 10 objects are shared between two people
Examples
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Recognise when there are equal numbers of items in groups, eg 'There are three pencils in each group'
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Multiplication and Division 2
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Recognise and represent multiplication as repeated addition, groups and arrays (ACMNA031)
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Model multiplication as repeated addition, eg 3 groups of 4 is the same as 4 + 4 + 4
Examples
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Recognise when items have been arranged into groups, eg 'I can see two groups of three pencils'
Examples
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Use concrete materials to model multiplication as equal 'groups' and by forming an array of equal 'rows' or equal 'columns'
Examples
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Model the commutative property of multiplication, eg '3 groups of 2 is the same as 2 groups of 3'
Examples
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Model multiplication as repeated addition, eg 3 groups of 4 is the same as 4 + 4 + 4
- Represent division as grouping into equal sets and solve simple problems using these representations (ACMNA032)
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Recognise and represent multiplication as repeated addition, groups and arrays (ACMNA031)
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Multiplication and Division 1
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MA1-6NA
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Fractions and Decimals
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MA1-7NA
Represents and models halves, quarters and eighths
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Fractions and Decimals 1
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Recognise and describe one-half as one of two equal parts of a whole (ACMNA016)
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Use concrete materials to model half of a whole object
Examples
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Recognise that halves refer to two equal parts of a whole
Examples
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Describe parts of a whole object as 'about a half', 'more than a half' or 'less than a half'
Examples
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Record two equal parts of whole objects and shapes, and the relationship of the parts to the whole, using pictures and the fraction notation for half 1/2
Examples
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Use concrete materials to model half of a collection
Examples
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Use concrete materials to model half of a whole object
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Recognise and describe one-half as one of two equal parts of a whole (ACMNA016)
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Fractions and Decimals 2
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Recognise and interpret common uses of halves, quarters and eighths of shapes and collections (ACMNA033)
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Use concrete materials to model a half, a quarter or an eighth of a whole object, eg divide a piece of ribbon into quarters
Examples
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Recognise when objects and shapes have been shared into halves, quarters or eighths
Examples
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Record equal parts of whole objects and shapes, and the relationship of the parts to the whole, using pictures and the fraction notation for half 1/2, quarter 1/4 and eighth 1/8
Examples
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Record equal parts of a collection, and the relationship of the parts to the whole, using pictures and the fraction notation for half 1/2, quarter 1/4 and eighth 1/8
Examples
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Use concrete materials to model a half, a quarter or an eighth of a whole object, eg divide a piece of ribbon into quarters
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Recognise and interpret common uses of halves, quarters and eighths of shapes and collections (ACMNA033)
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Fractions and Decimals 1
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MA1-7NA
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Patterns and Algebra
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MA1-8NA
Generalises properties of odd and even numbers, generates number patterns, and completes simple number sentences by calculating missing values
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Patterns and Algebra 1
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Investigate and describe number patterns formed by skip counting and patterns with objects (ACMNA018)
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Identify and describe patterns when skip counting forwards or backwards by ones, twos, fives and tens from any starting point
Examples
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Represent number patterns on number lines and number charts
Examples
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Recognise, copy and continue given number patterns that increase or decrease, eg 1, 2, 3, 4, 20, 18, 16, 14,
Examples
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Recognise, copy and continue patterns with objects or symbols
Examples
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Describe a repeating pattern of objects or symbols in terms of a 'number' pattern
Examples
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Identify and describe patterns when skip counting forwards or backwards by ones, twos, fives and tens from any starting point
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Investigate and describe number patterns formed by skip counting and patterns with objects (ACMNA018)
- Patterns and Algebra 2
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Patterns and Algebra 1
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MA1-8NA
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Whole Numbers
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Measurement and Geometry
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Length
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MA1-9MG
Measures, records, compares and estimates lengths and distances using uniform informal units, metres and centimetres
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MA1-9MG
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Area
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MA1-10MG
Measures, records, compares and estimates areas using uniform informal units
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MA1-10MG
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Volume and Capacity
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MA1-11MG
Measures, records, compares and estimates volumes and capacities using uniform informal units
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MA1-11MG
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Length